SCOPE & SEQUENCE: EARLY CHILDHOOD THROUGH HIGH SCHOOL
This document is a guide specifying the range of topics that are taught in SPARK Physical Education and in what sequence. The topics are organized by the SHAPE America Standards 1 through 4 and are sequenced by grade level. Each individual SPARK program (EC, K-2, 3-6, MS, and HS) includes a recommended sequence for specific content to be taught. This is meant as a guide and can be adapted to and will vary according to such factors as facilities, teaching schedules, equipment, and weather.
| I | Designates the grade(s) when the content is first explored and/or introduced. The critical elements of a skill may be taught at this time. |
| A | Designates the grades when the content is applied in varying contexts. |
| R | Designates the grade(s) when the content is reinforced. At this time, students review proper form and strive to improve skills and knowledge. |
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Walking | I, A | I, A | R | R | R | R | R | R | R | R | R |
| Running | I, A | I, A | R | R | R | R | R | R | R | R | R |
| Galloping | I, A | I, A | R | R | R | R | R | R | |||
| Side-Sliding | I | I, A | I, A | R | R | R | R | R | R | R | R |
| Hopping | I | I, A | I, A | R | R | R | R | R | R | R | R |
| Skipping | I | I, A | I, A | R | R | R | R | R | R | R | R |
| Leaping | I | I, A | I, A | R | R | R | R | R | R | R | R |
| Chasing and Fleeing | I | I, A | I, A | A | A | R | R | R | R | R | |
| Balancing | I, A | I, A | A | A | A | A | A | R | R | R | R |
| Jumping/Landing | I, A | I, A | A | A | R | R | R | R | R | R | R |
| Weight Transfer | I, A | I, A | A | A | R | R | R | R | R | R | R |
| Rolling | I | I, A | I, A | I, A | A | A | A | ||||
| Bouncing | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Throwing | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Catching | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Kicking | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Hand Dribbling | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Foot Dribbling | I | I, A | I, A | A | A | A | R | R | R | R | |
| Foot Passing | I | I, A | I, A | A | A | A | R | R | R | R | |
| Trapping | I | I, A | I, A | A | A | A | R | R | R | R | |
| Volleying | I | I | I | I, A | I, A | I, A | R | R | R | R | |
| Striking with Short-Handled Implements | I | I | I | I, A | I, A | I, A | R | R | R | R | |
| Striking with Long-Handled Implements | I | I | I, A | I, A | R | R | R | R | |||
| Sports/Activities | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Aquatics | |||||||||||
| Water Safety | I, A | ||||||||||
| Stroke Technique | I, A | ||||||||||
| Flip Turns | I | ||||||||||
| Snorkeling | I | ||||||||||
| Synchronized Swimming | I | ||||||||||
| Diving | I | ||||||||||
| Water Polo | I | ||||||||||
| Jumping Rope (Long) | I | I, A | I, A | R | R | R | |||||
| Jumping Rope (Individual) | I | I, A | I, A | A | A | A | R | R | R | R | |
| Jumping Rope (Double Dutch) | I | I, A | I, A | R | |||||||
| Ribbons/Streamers | I | I, A | A | R | |||||||
| Jump Bands | I | A | A | R | R | R | R | ||||
| Line Dancing | I | A | A | R | R | R | R | ||||
| Square Dancing | I, A | A | A | R | R | R | R | ||||
| Folk Dancing | I | A | A | A | A | A | R | R | R | R | |
| Social Dancing | I, A | I, A | I, A | R | |||||||
| Choreographing | I | I | I | I, A | I, A | A | R | R | R | R | |
| Cycling | I, A | ||||||||||
| Golfing | I, A | A | A | R | |||||||
| Badminton | I | I | I | I, A | A | A | R | ||||
| Handball | I, A | A | A | R | |||||||
| Racquetball | I, A | A | A | R | |||||||
| Tennis | |||||||||||
| Table Tennis | |||||||||||
| Pickleball | I | I | I | A | A | A | R | ||||
| Self-Defense | I, A | ||||||||||
| Kick-Boxing | I | I | I | A | |||||||
| Cycling | I, A | ||||||||||
| Stunts | I | I | I, A | I, A | A | A | A | R | R | R | R |
| Balance | I | I | I, A | I, A | A | A | A | R | R | R | |
| Tumbling | I | I, A | I, A | I, A | A | A | R | R | R | ||
| Rhythmic Gymnastics | I | ||||||||||
| Pairs | I | I | A | A | A | R | R | R | R | ||
| Small Groups | I | I | A | A | A | R | R | R | R | ||
| Large Groups | I, A | A | A | R | R | R | R | ||||
| Basketball | I | A | A | R | R | R | R | ||||
| Cultural Games (e.g. Tawkraw) | I, A | A | A | R | |||||||
| Hockey | I | A | A | R | R | R | R | ||||
| Football | I | I, A | A | R | R | R | R | ||||
| Ultimate Frisbee | I | I, A | A | R | R | R | R | ||||
| Volleyball | I | I, A | A | R | R | R | R | ||||
| Softball | I | A | A | R | R | R | R | ||||
| Soccer | I | A | A | R | R | R | R | ||||
| Outdoor Activities | I, A | ||||||||||
| Orienteering | I, A | ||||||||||
| Geo-Caching | I | ||||||||||
| Rock Climbing | I | ||||||||||
| Disc Golf | I | A | A | R | R | R | R | ||||
| Lacrosse | I, A | ||||||||||
| Resistance Training | I | A | A | A | A | A | R | ||||
| Plyometrics | I | I, A | I, A | A | A | A | R | ||||
| Pilates | I, A | I, A | A | R | |||||||
| Circuits | I | I, A | I, A | A | A | A | R | R | R | R | |
| Walking/Jogging/Running | I | A | A | A | A | A | R | R | R | R | |
| Group Fitness/Aerobic Dance | I | A | A | R | R | R | R | ||||
| Triathlon | I | ||||||||||
| Yoga/Power Stretching | I | A | A | R | |||||||
| Cross-Training | I, A | ||||||||||
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Personal Space | I | I | A | A | R | R | R | R | R | R | R |
| General Space | I | I | A | A | R | R | R | R | R | R | R |
| Boundaries | I | I | A | A | R | R | R | R | R | R | R |
| Levels of Movement | I | I | I | A | R | R | |||||
| Pathways | I | I | I | A | A | R | R | R | R | R | |
| Directions | I | I | I | A | R | R | |||||
| Effort/Speed/Tempo | I | I | A | A | R | R | R | R | R | R | R |
| Force | I | I | I | A | A | A | A | R | R | R | R |
| Relationships | |||||||||||
| Body Parts | I | I | I | A | A | R | R | R | R | R | R |
| With Objects | I | I | I | A | A | R | R | R | R | R | R |
| With People | I | I | A | A | A | R | R | R | R | R | R |
| Identifies elements of correct form for motor skills | I | I | A | A | R | R | R | R | R | R | R |
| Uses feedback to improve performance | I | I | A | A | R | R | R | R | R | R | |
| Uses knowledge of critical elements to give feedback to others | I | A | A | A | A | A | R | ||||
| Describes the FITT Principle and how it relates to fitness | I | A | A | R | R | R | R | ||||
| Describes and demonstrates how skills learned in one physical activity can be transferred to another | I | A | A | A | A | R | |||||
| Describes basic principles of training and how they improve fitness | I | I | I | A | A | A | R | ||||
| Describes and applies strategies and tactics for mini-games | I | I | I | A | A | A | R | ||||
| Uses information from a variety of sources to guide and improve performance | I, A | A | A | R | |||||||
| Demonstrates knowledge to develop an activity plan | I, A | A | A | R | |||||||
| Reaction Time | I | I, A | I, A | A | A | A | A | A | A | R | |
| Agility | I | A | A | A | A | A | A | R | |||
| Coordination | I | A | A | A | A | A | A | A | R | ||
| Explosive Power | I | I | I, A | A | A | A | R | ||||
| Speed | I | A | A | A | A | A | A | R | |||
| Offense | I | I, A | A | A | A | A | A | R | |||
| Defense | I | I, A | A | A | A | A | A | R | |||
| Transition (from O to D and D to O) | I | I, A | A | A | R | ||||||
| Leverage | I | A | A | I, A | A | A | R | ||||
| Force | I | A | A | A | A | A | A | A | A | R | |
| Inertia | I | A | A | R | |||||||
| Rotary Motion | I | ||||||||||
| Opposition | I | A | A | A | A | A | A | A | A | R | |
| Buoyancy | I | I, A | A | A | A | A | R | ||||
| Aerobic and Anaerobic | I | A | A | A | A | A | R | ||||
| Analyzes consumer products/programs | I | I | A | R | |||||||
| Exercise Safety | I, A | A | A | A | A | A | R | ||||
| Uses complex movement concepts to refine skills and apply to the learning of new skills | I | A | A | R |
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Participates in a variety of activities outside of PE, during school hours | I | A | A | A | A | A | A | R | R | R | R |
| Participates in a variety of activities outside of school | I | A | A | A | A | A | A | R | R | R | R |
| Participates in organized physical activity outside of PE class | I | A | A | R | R | R | R | ||||
| Monitors physical activity using a pedometer | I | A | A | A | A | A | R | ||||
| Sets realistic PA goals and strives to attain them | I | I | A | A | A | A | R | ||||
| Accumulates a specified number of steps during the day | I | A | A | A | A | A | R | ||||
| Determines the intensity of a physical activity using perceived exertion | I | I, A | A | A | A | R | |||||
| Participates in a variety of activities that increase breathing and heart rate | I | I, A | A | A | A | R | R | R | R | R | |
| Sustains activity for increasingly longer periods of time throughout the year | I | I, A | A | A | A | A | R | R | R | R | |
| Recognizes that health-related physical fitness consists of 5 different components | I | A | A | A | A | A | R | ||||
| Explains the benefits of regular PA | I | A | A | A | A | A | A | R | |||
| Participates in selected activities that develop and maintain each component of fitness | I | A | A | A | A | A | R | ||||
| Identifies strengths and weaknesses based on fitness assessment | I | I | A | A | A | A | R | ||||
| Demonstrates appropriate training principles when engaged in activity to improve fitness | I | I | I | A | A | A | R | ||||
| Formulates meaningful personal fitness goals based on fitness assessment | I | I | A | A | A | A | R | ||||
| Demonstrates ability to monitor personal fitness program to meet own needs and goals | I | A | A | A | R |
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Participates in a variety of activities outside of PE, during school hours | I | A | A | A | A | A | A | R | R | R | R |
| Participates in a variety of activities outside of school | I | A | A | A | A | A | A | R | R | R | R |
| Participates in organized physical activity outside of PE class | I | A | A | R | R | R | R | ||||
| Monitors physical activity using a pedometer | I | A | A | A | A | A | R | ||||
| Sets realistic PA goals and strives to attain them | I | I | A | A | A | A | R | ||||
| Accumulates a specified number of steps during the day | I | A | A | A | A | A | R | ||||
| Determines the intensity of a physical activity using perceived exertion | I | I, A | A | A | A | R | |||||
| Participates in a variety of activities that increase breathing and heart rate | I | I, A | A | A | A | R | R | R | R | R | |
| Sustains activity for increasingly longer periods of time throughout the year | I | I, A | A | A | A | A | R | R | R | R | |
| Recognizes that health-related physical fitness consists of 5 different components | I | A | A | A | A | A | R | ||||
| Explains the benefits of regular PA | I | A | A | A | A | A | A | R | |||
| Participates in selected activities that develop and maintain each component of fitness | I | A | A | A | A | A | R | ||||
| Identifies strengths and weaknesses based on fitness assessment | I | I | A | A | A | A | R | ||||
| Demonstrates appropriate training principles when engaged in activity to improve fitness | I | I | I | A | A | A | R | ||||
| Formulates meaningful personal fitness goals based on fitness assessment | I | I | A | A | A | A | R | ||||
| Demonstrates ability to monitor personal fitness program to meet own needs and goals | I | A | A | A | R |
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Demonstrates responsible personal/social behavior during PE | I | I | I | A | A | A | A | A | A | A | R |
| Uses equipment safely | I | I | I | A | A | A | A | R | R | R | R |
| Demonstrates elements of appropriate conflict resolution during PE | I | I, A | A | A | A | A | R | R | R | R | |
| Demonstrates ability to teach an activity or skill to others | I | A | A | R | R | R | R | ||||
| Regularly encourages others and refrains from put-downs | I | A | A | R | R | R | R | R | |||
| Demonstrates cooperation skills | I | I, A | I, A | A | R | R | R | R | |||
| Able to accomplish group goals in both cooperative and competitive activities | I | A | A | R | R | R | R | ||||
| Demonstrates self-direction, responsible behavior, and communication skills in PE | I | I, A | A | A | R | R | R | R | |||
| Participates in activity for personal enjoyment | I | A | A | A | A | A | A | A | A | A | R |
| EC | K | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th-12th | |
| Tries new movements and skills | I | A | A | A | A | A | A | R | R | R | R |
| Persists if not successful on first try | I | I, A | A | A | A | A | R | R | R | R | |
| Chooses to practice skills needing improvement | I | I, A | A | A | A | A | R | ||||
| Exhibits ways to use the body and movement to express self | I | I, A | A | A | A | A | A | R | R | R | R |
| Seeks personally challenging experiences in PA opportunities | I | A | A | A | A | A | R | ||||
| Works with others to achieve a common goal | I | I | A | A | R | R | R | R | |||
| Creates and performs a small group dance routine | I | I, A | A | R | R | R | R |
